O ensino-aprendizagem de inglês em uma perspectiva decolonial em curso de Letras de uma universidade pública de Goiás

Abstract

This action research aimed to reframe some expectations about the teaching and learning of the English language that are based on native speakers from hegemonic countries; expectations of both this researcher-teacher and her students, enroled, in 2024, in English III and VII classes, in the English/Portuguese Language and Literature course at the State University of Goiás, Inhumas. This resignification, in my view, would be triggered through activities that I developed and applied based on decolonial theories (Mignolo, 2018; Walsh, 2001; 2007; 2009), translanguaging (Canagarajah, 2013, 2014; García; Wei, 2014) and critical literacy (Janks, 2015; Menezes de Souza, 2011; 2019, Tagata, 2017; 2019). To collect research data, I used my reflective diary about the classes I taught, the students' responses to the activities, and the conversation circles that followed these activities. To analyze the collected data, I used the form of reasoning called particularization, an argumentative procedure in the context of action research (Thiollent, 1986). The analysis of these data led me to the conclusion that the activities I designed allowed for only a partial redefinition of my expectations about teaching and learning the English language. These expectations were still based on a monolingual vision and influenced by the coloniality of power (Mignolo; Walsh, 2018). As for my students, the research data were insufficient to assess whether my planned activities provoked a significant change in their teaching and learning expectations, which legitimize British or American native speakers. However, the data suggest that these activities generated reflections that can lead to a decolonization of their conceptions of language and culture.